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| The Use of Metacognitive Teaching Strategies in Chemistry: A Case Study of Upper Secondary School Teachers in Nyamagabe District, Rwanda
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Evariste BIZIMANA , Dr. Innocent TWAGIRIMANA
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Abstract:
The study sought to investigate the use of metacognitive teaching strategies in chemistry subject by upper secondary school teachers in Nyamagabe district, Rwanda. The main purpose of this study was to investigate the way in which upper secondary chemistry teachers use metacognitive teaching strategies in their chemistry teaching. The study was guided by three specific objectives which were (i) to find out the way in which upper secondary school chemistry teachers use metacognitive teaching strategies in their chemistry teaching, (ii) to investigate issues that chemistry teachers face when using metacognitive teaching strategies in chemistry subject and to suggest measures to overcome the challenges that upper secondary teachers face when using metacognitive teaching strategies in their chemistry teaching. The theoretical framework of this study is built on Cognitive Developmental theory of Piaget (Piaget, 1973) and the Vygotsky's Social Constructivism theory of learning (1978). The pragmatic paradigm and case study research design were embraced. The target population composed of eleven secondary schools of Nyamagabe district with option bearing chemistry subject. The sample were composed of four upper secondary schools' chemistry teachers: G.S Kigeme A, E.S. Nyamagabe, E.S Sumba and G.S St Nicolas Cyanika as well as nine chemistry teachers that were selected through purposive techniques. Interview guide and adopted COPUS observation protocol were used to collect both qualitative data and quantitative data respectively. The obtained data was qualitatively and quantitatively analysed and the findings were presented and interpreted through the use of texts. The results from interviews and classroom observation revealed that most of chemistry teachers of Nyamagabe district use metacognitive teaching strategies to a given extent. The findings from this study showed that the lack of enough training for chemistry teachers, lack of enough instructional material and facilities, the lack of science educational software, overcrowded classroom and heavy chemistry teachers' workload are the main challenges faced by chemistry teachers for effective use of metacognitive teaching strategies in teaching chemistry. However, the study indicated that there are various alternative solutions to overcome the challenges that upper secondary chemistry teachers face when using metacognitive teaching strategies in their chemistry teaching. It is concluded that the effective use of metacognitive teaching strategies requires the availability of enough and regular training for chemistry teachers, standard classroom size, lowering chemistry teachers' workload, enough instructional materials and facilities. The study highlights that there is a needful effort for all activities, resources and facilities that are believed to lead the use of metacognitive teaching strategies in their chemistry teaching thus promoting quality of teaching chemistry subject in upper secondary schools. Based on the objectives coupled with the findings of the study, the study recommends that Rwanda Education Board should organize and provide regular technical trainings related to teaching chemistry subject in upper secondary school; put enough effort in availing enough instructional materials and facilities required for teaching chemistry subject and ensure that all the suggested measures to overcome the challenges faced by chemistry teachers in their chemistry teaching are addressed in order to promote effective use of metacognitive teaching to promote students' higher order thinking in chemistry learning.
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